The Agreed Syllabus for Religious
Education in Northamptonshire
Non-Statutory Exemplification
Title: Islam as a Living Religion: What is it like
to follow a Muslim way of life in Britain today?
Year Group: 7/8/9
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The Agreed Syllabus for Religious Education in
Northamptonshire
Non-Statutory Exemplification
Title: Islam as a Living Religion: What is it like to follow
a Muslim way of life in Britain today?
Year Group: 7/8/9
About this unit:
This unit enables pupils to reinforce earlier primary school learning about Islam, and to build a
clear and accurate picture of the religion that includes its origins, its present place in British life and
its beliefs, teachings and spirituality.
The focus is on Islam in Britain today: Muslims are the second largest religious community in the
UK after Christians, numbering between 1.5 and 2 million people, including over 70 000 in the East
Midlands region, of whom over 5000 live in Northamptonshire.
The work asks pupils to think for themselves about questions to do with God / Allah, living a
Muslim way of life, how the faith is expressed and about the identity of British Muslims and the
contributions they make to national life. The unit encourages pupils to explore their own beliefs,
values, commitments and ways of living in the light of what they discover about British Islam.
Where this unit fits in:
This unit will help teachers to implement the Northamptonshire Agreed Syllabus for Religious
Education by providing them with well worked examples of teaching and learning about the Muslim
religion in Britain today, building on learning about Islam from Key Stage 2. The focus on local and
national examples has the intention of enabling pupils to explore the idea of „British Muslim identity‟
and carries with it a part of RE‟s concern for attitudes that enable respect for all and community
cohesion.
This unit builds on study of Islam, particularly of the 5 Pillars, from Key Stage 2, and contributes to
the continuity and progression of pupils‟ learning by developing a deeper and more coherent
understanding of Islam and challenging learners to think about what they can learn from Islam
themselves.
Estimated teaching time for this unit: 10-12 hours. It is recognised that this unit may provide
more teaching ideas than a class will cover in 10-12 hours. Teachers are invited to plan their own
use of some of the learning ideas below, ensuring depth of learning rather than trying to cover
everything, and linking with other areas of the curriculum where appropriate to maximise learning
opportunities and experiences.
Key Fields of Enquiry addressed in this unit:
AT 1: Learning about Religion and Belief
Beliefs, Teachings and Sources of Authority
Religious Practices and Ways of Life
AT 2: Learning from Religion and Belief
Questions of Identity, Diversity and Belonging
Questions of Values and Commitments
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The core RE concepts that the unit develops are:
Obedience: (Muslims believe that humans attain a state of peace through being obedient to Allah);
Accountability: (Muslims, in common with many other religions, believe that people are
accountable to God for their actions);
Identity: (Beliefs, communities and culture give people a sense of identity and self – worth);
Revelation: (Muslims believe that Allah revealed the religion of Islam through the holy Qur‟an and
the Prophets).
Attitudes Focus
This unit will help pupils to explore attitudes of:
Self - awareness by becoming increasingly aware of the influences on their own identity;
Respect for all by developing a willingness to learn from those who believe and live
differently, and by responding to the challenges of a diverse society thoughtfully;
Open mindedness by engaging in positive discussion and debate about the issues of
living together in a diverse society, and by considering in depth the Islamic visions of life
they encounter.
The unit will provide these opportunities for pupils:
To consider the concept of British Muslim identity;
To consider a diverse range of views about questions of community harmony, integration
and plurality;
From the study of Islam, a rich engagement with questions of the purpose of our lives and
the values by which we ought to live is developed;
To be able to think about their own experiences and views in relation to questions of
identity, meaning, purpose and values;
Experiences include taking part in a role play that explores what will make
Northamptonshire a respectful place for all its citizens.
Background information for the teacher:
The religion of Islam was revealed to the Prophet Muhammad (PBUH) in the seventh century CE.
The word Islam means submission or surrender, and the life of a Muslim is spent therefore
submitting to Allah (God). Muhammad (PBUH) was born in the Arabian city of Makkah in 570 CE
and it was here where, from the age of forty, he received a series of revelations from Allah. The
revelations were received over a period of twenty – three years, and were delivered by the Angel
Jibreel (Gabriel). These revelations form the Qur’an, the sacred text of Islam.
Muslims do not believe that Muhammad (PBUH) brought a new faith. Rather, he is seen as the last
of a long line of prophets sent by God to guide people on to the right path. Jesus (Isa) was one
such prophet. Muhammad (PBUH) is regarded by Muslims as the „seal of the prophets’.
Those who accepted Muhammad (PBUH) as the „seal of the prophets‟ and that his revelations
were from Allah, were welcomed into the Muslim community (ummah). This community migrated
from Makkah to Madinah in 622 CE (the hijrah), a formative event in the history of Islam. The five
pillars provide a structure for the daily spiritual life of the Muslim. Muhammad (PBUH) died in
632CE.
The Muslim way: Muslims regard Islam as a complete way of life (din).
There are four main concepts within Islam, which underpin all Muslim belief and behaviour:
tawhid;
iman;
ibadah;
akhlaq.
Tawhid is the oneness of Allah. Islam teaches an absolute monotheism. To regard anyone or
anything as being equal to Allah, or even a partner with Allah, is described as shirk and is
absolutely forbidden. The Muslim profession of faith, the Shahadah, declares: „There is no God
except Allah.‟ This is not just an abstract theological statement but one which is worked out in
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many ways. God cannot be represented pictorially but the geometrical designs so prominent in
Islamic culture are a reflection of the unity and beauty of Allah. And if God is one, the human race
is one.
Iman is faith, the believer‟s response to God. Faith is expressed primarily in acceptance of
Muhammad as the final messenger of God and of the Qur’an as the revealed word of God. Qur‟an
means „reciting‟ and is the definitive guide for all Muslims. The Shahadah continues: „There is no
God except Allah; Muhammad (PBUH) is the messenger of Allah.‟
Ibadah Muslims use this single word for both worship and any action which is performed with the
intention of obeying Allah. Thus worship and belief-in-action are inextricably linked by the very
language. This concept covers many of the most obvious features of Islam, including prayer,
fasting, pilgrimage and charitable giving. As the whole of life is worship, no special emphasis is
placed on any one aspect of obligation. The five pillars provide a structure for the daily spiritual life
of the Muslim.
Akhlaq is a term which cannot be translated by a single English equivalent. It means both
behaviour and the attitudes and ethical codes which lie behind specific forms of behaviour.
Under this heading are included aspects of family and social life and also issues for the whole of
humanity – for example, the possibility of an Islamic social and economic order which is a viable
alternative to both capitalism and communism.
British Islam The religion has been present in the UK for a long time: the Worthing Mosque, the
first in the UK, has been in use since 1889 – over 120 years. The growth of the Muslim
communities of the UK in recent decades has been substantial. Check that your pupils understand
that about 3% of the population are Muslims (the stereotype often suggests a much higher
proportion). There are over 1700 mosques in the UK today. The varied identities of British Muslims
are connected to culture and ethnic origin as well as to religion, and are a suitable focus for study
in RE, where asking „What‟s the difference between culture and religion?‟ is a fruitful question.
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Vocabulary &
Concepts
In this unit,
pupils will have
an opportunity to
use words and
phrases related
to:
Islam
Akhlaq
Allah
Du‟a
Eid Ul Fitr
Hajj
Ibadah
Iman
Jihad
Qur‟an
Salah
Shariah
Sunnah
Tawhid
Ummah
Zakah
Resources
Teachers might use:
Key Texts
 Qur‟an, 6: 151-154
Games
 'The Worst Thing in the World' - Evil and Goodness, Developing Secondary RE
(RE Today 2001)
Web
 www.muslimdirectory.co.uk Directory of UK Muslim organizations
 www.islamic-foundation.com The Islamic Foundation.
 www.muslim-ed-trust.org.uk The Muslim Educational Trust
 The Islamic Human Rights Commission www.ihrc.org
 Muslim Aid: www.muslimaid.org
 The National Association of Teachers of RE (NATRE) www.natre.org.uk/
 Online searchable sacred texts from different religions at: www.ishwar.com
 Try www.reonline.org.uk for a good general gateway to RE materials
 http://www.cleo.net.uk is the main site for the Cumbria and Lancashire
Education Online, and offers access to an expanding range of high quality free
resources for RE topics, including good material for Islam at KS3
 Monawar Hussain, Oxford Muslim Pupils‟ Empowerment Programme: Toolkit,
available from:
http://www.teachernet.gov.uk/wholeschool/violentextremism/ompee/
 Islamophobia Pack – from Show Racism the Red Card: http://www.srtrc.org
 DVD and resources from www.southasian.org.uk Friends, Strangers, Citizens?
Life in Britain post 7/7.
Religious Studies
Authority
Community
Sacred text
Books
 Questions: Muslims, ed. Stephen Pett, RE today 2010
 Engaging with Secondary RE series: Interfaith RE, ed. Pamela Draycott
 Creative RE, ed. Lat Blaylock
 Inclusive RE, ed. Lat Blaylock
 Religion in Focus Series, Islam in Today‟s World (Hodder Murray)
 „Codes for Living‟ Developing Secondary RE, ed. Rosemary Rivett (RE Today)
 A-Z practical learning strategies Pg 41 (RE Today publications)
 This is RE, Books 2 and 3; Cath Large (John Murray)
 Steps in RE: Onwards and Upwards, Lesley Beadle (RE Today 2006) provides
activities and learning strategies for SEN pupils
Video / DVD / Film
 Channel 4 Learning: Worlds of Faith (1999)
 The Messenger – a movie of the life of the Prophet.
Contributions to spiritual, moral, social and cultural development of pupils:
Opportunities for spiritual development come from exploring the spiritual lives of British
Muslims in ways that enable deeper reflection by pupils on their own sources of inspiration and
purpose in life;
Opportunities for moral development come from thinking about the idea of moral effort,
struggling for goodness and jihad in their own experience;
Opportunities for cultural development come from engaging in increasing accuracy and depth
with the meaning and expression of British Muslim identities, so that pupils can appreciate the
diversity of life in the UK.
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EXPECTATIONS:
At the end of this unit ….
Pupils working at level 4 will be
able to:
Use a widening religious
vocabulary to show that they
understand some aspects of
British Muslim identity. (AT1)
Describe the impact of
Islamic beliefs and practice on
young Muslims in our region.
(AT1)
Show that they understand
why fairness and justice
matter in relations between
people of different religions.
(AT2)
Pupils working at level 5 will be
able to:
Explain clearly some ways
their life and beliefs are similar
to and /or different from British
Muslims they have studied.
(AT1)
Give thoughtful responses to
the question: What can I learn
from Islamic life and faith?
(AT1)
Express thoughtful views about
British Muslim identities and
about how prejudice can be
reduced and harmony
developed in our towns and
villages. (AT1)
Use accurately and
thoughtfully the language of
religious study, spirituality and
morality to explain their
responses to questions about
community harmony. (AT2)
Pupils working at level 6 will be
able to:
Interpret for themselves some
diverse aspects of British Islam,
giving arguments about beliefs,
sources of authority and social
and community life. (AT1)
Express their own insights into
some complex questions about
British Islam. (AT1)
Use religious and philosophical
language to give informed
accounts of how and why
Muslim principles and beliefs
have an impact in Britain today.
(AT1)
Express their own reasoned
responses to the value and
challenges of belonging to the
Muslim faith in Britain today.
(AT2)
ASSESSMENT SUGGESTIONS
A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use
of Assessment for Learning methods is best.
Teachers can assess this work from the learning tasks set in the last two lessons described below.
These two tasks aim to elicit engaged and reflective responses to the material studied throughout the
unit, across the ability range.
Higher attaining pupils: To extend this work, ask gifted and talented pupils to plan to investigate a
complex evaluative question about British Islam. It might draw on, for example, the sociology of Islam
in Britain, for example making links to geography and looking at the demographics, or the
architecture of British mosques, including local ones, or the ways British Muslims travel to Hajj (a
travel and tourism connection). Many similar questions, carefully set and resourced, would be
appropriate.
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Key Questions: What do we know about British Islam? What can we plan to discover?
Learning
Objectives
To reflect upon
ideas about Islam
and ask important
questions.
To think analytically
about how Islam is
portrayed in our
society.
To begin to
understand what the
identity of „British
Muslim‟ might mean.
To understand and
explain some
diverse answers
from young British
Muslims to
questions about
Islam, belief and
ways of life.
Suggested Teaching and Learning
Who is a British Muslim? Introduce this topic carefully to pupils. One good beginning is to
give pupils a selection of images of Islam, photos of mosques, of sports people, footballers who
are Muslims, of women in different kinds of Islamic dress, of Muslim MPs, celebrities or others,
of Muslim children and so on. Lay these out, or display them on the whiteboard, and ask pupils
to choose a small number – say 4 – that would show a person who knows nothing about Islam
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how the religion is to be understood in 21 century Britain. Ask them to justify their choices.
Ask pairs of pupils to take the four images they have chosen, and create three questions about
each image. Ask them to pose the biggest, deepest questions they can, and to use some of
these words in their questions: belief / God / way of life / symbol / foreign / British / puzzling /
curious / mysterious.
Ask pupils to join with another pair and develop a prioritized list of “Big Questions” about Islam
in Britain. Tell them that we hope to answer these questions in the course they are beginning.
What do British Muslim young people think and believe? Pupils can investigate the
opinions and ideas of young Muslims from the NATRE database of young people‟s ideas, which
is easily searchable online: www.natre.org.uk/db . They should enquire of the database what
young Muslims think about some of the questions, and select 5 responses they agree with and
five they disagree with on topics like prayer, life after death, God, values or spiritual experience.
They can explore the answers, paste up their choices, and write their own ideas and views onto
the database.
This research could be structured in any number of ways. Pupils could be given the opportunity
to research the two/ three areas that interest them the most. They could create a mind-map of
different answers/ points and then pick and explain the answers that they have found the most
interesting/ surprising/ similar to their own beliefs.
What did we learn? In a plenary session, consider with pupils what has most struck them
about Muslims and Islam from exploring this database? Could also add to list of “Big
Questions” arising from pupils‟ reflections.
Learning
Outcomes
Points to note
I can identify
significant
questions about
religions. (AT1 L3)
This starter activity
allows pupils a visible
„way in‟ to Islam.
Pupils may voice
prejudices and
stereotypes initially;
teachers need to state
reasons why RE may
challenge prejudices.
Model respectful ways
of speaking whilst
encouraging pupils to
reflect, question, ask
for more information
and be open minded.
The work also affords
scope for
understanding of
diversity within
religion (not all Muslim
women wear the
niqab!)
I can show
understanding of
diversity within
religion. (AT1 L4)
I can identify and
reflect upon some
of my own
presuppositions,
explaining why I
hold my views.
(AT2 L5)
The NATRE database
task builds on
understanding of
diversity within
religion as well as
allowing pupils to
encounter authentic
Muslim voices from
the outset of study. It
makes clear links to
using ICT in RE.
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Key Questions: Which of the Five Pillars are most important for British Muslims today? Why?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
To review the
knowledge of the
Five Pillars that
pupils have from
Primary RE.
Who is a British Muslim?
I can describe some
of the ways the
Shahadah is used by
Muslims. (AT1 L3)
How many Muslims? Begin by asking the class to guess how many British people out of 60
million are also Muslims. Tell them at the 2001 Census, the answer was 1.6million – under
3%. If they guessed wrongly, why did that happen? www.statistics.gov.uk is the easy-to-use
Census site, where you can find out this information by region, county, borough or ward.
Focus on the Five Pillars: Which matter most? Remind pupils briefly of these, and ask
them to keep thinking about which matter most. Research, in groups, features of what it
means to grow up as a Muslim: birth rites, learning the Qur‟an in Arabic, following the five
pillars, being a girl/boy, getting married. Encourage pupils to find and record the scriptural
and historical bases of these practices. Relate their findings to the broader issues of growing
up within a religious tradition: What impact do the Five Pillars have on young British Muslim
lives?
How do Muslim children see their religion? Observe video on Islam through the eyes of
children and/or interview parents about how the religion is taught and the expectations they
have of their children. Where possible, use e-mail, letters and other forms of research.
Create a classroom display on the theme of „What are the challenges of being a British
Muslim?‟ Ask all pupils to contribute their views.
What do British Muslims want? Play an audio clip of the Shahadah (Muslim statement of
faith/ Pillar 1). Supply pupils with English translation and ask them to explain its meaning
(could ask them to first highlight key parts of statement to structure understanding).
Oneness of God Introduce different times/occasions at which Muslims might hear or say the
Shahadah, linking to the 5 Pillars. Consider whether this private and shared belief can be
shouted from Mosques to call the faithful to prayer – Is this like ringing church bells, or
different? Should local communities welcome this, and why might some object? It‟s an
example of how the practice of the Pillars is finding distinctive expression in the UK.
Introduce list of “The 99 Most Beautiful Names of Allah” in Arabic: emphasise the care
Muslims take in writing them. Run a card discussion activity on 24 of these names: pupils
work in groups of four and discuss what each card tells them about Muslim understanding of
Allah. At the end, pupils should select six names which they would choose to start with if they
were introducing the Muslim understanding of Allah to a Year 3 class.
The Five Pillars. Point out to pupils that the Five Pillars are not all equally important – Hajj,
for example, is for those who can afford it, but not everyone goes to Makkah. Ask them to
consider which matter most, and give reasons why.
To understand the
Muslim belief in the
oneness of God, and
the place of the Five
Pillars in
contemporary British
Muslim life.
To explore Muslim
beliefs about the
attributes of God.
I can use
philosophical words
and metaphor to
show my
understanding of
Muslim ideas about
God. (AT1 L4)
I can make links (AT1
L3) or give
explanations of
connections between
(AT1 L5) each of the
Pillars and belief
about Allah.
Points to
note
Clarify that this
statement is all
that is required to
become Muslim
– link to no
ethnic
preclusions/
challenging
presuppositions.
Pupils will have
a basic
knowledge of the
Five Pillars from
KS2. Make sure
that they know
that this practice
is widespread in
the UK and all
over the Islamic
world.
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Key Question: What are the main ways that Muslims in Britain follow their Prophet?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to
note
To understand the
life and significance
of the Prophet
Muhammad (pbuh).
Who was the Prophet? Why does his life matter so much to Muslims?
Plan to teach pupils the life story of the Prophet in an engaging way – this might
use the Muslim movie, “The Messenger”, or be by way of a web quest, or using
sequencing cards that tell part of the story.
6 key headings may give shape to the story: early life, night of power, night of
ascent, town of the prophet, road to Makkah, and the farewell.
Explain the importance of Prophet Muhammad (pbuh) for Muslims as the last
messenger of God. Other messengers include Adam, Abraham and Jesus – link
to Jewish and Christian shared history. Explain why the work has not included
drawing the Prophet, acting out his story or making models of Allah: Islamic
teaching forbids this because it is so misleading.
Why is Prophet Muhammad (pbuh) so important to Muslims? Create class mindmap or ask pupils to rank statements in order of importance: Allah spoke to him;
the Qu‟ran was revealed to him; he is a role model of how best to live; he
rededicated the Ka‟bah to Allah; he spread the work of Allah; he is the last and
final prophet. Pupils might rank these reasons in explaining the continued
significance of the Prophet.
I can describe the
significance of Prophet
Muhammad (pbuh) to
Muslims. (AT1 L3)
Clarify “peace be
upon him” (pbuh)
title and model
its use. Clarify
that Muslims
never worship
the Prophet because there is
only one God.
How do British Muslims follow the Prophet?
Move on to enable a study of a Muslim family or community, looking at
relationships, roles and responsibilities in families, mosques and the wider
Ummah (Muslim community). Study of the use of the masjid (mosque). There are
several in Northamptonshire. How do these things show that Muslims are
following the Prophet?
Consider how celebrating major Muslim festivals, e.g. Id-ul-Fitr, Id-ul-Adha, Laylatul-Qadr (the Night of Power) shows the value of stories of the Prophet.
Think about why different traditions of Islam exist, e.g. Sunni, Shi‟ah and what
differences and similarities exist between them. Study of issues of Islamic identity
through, e.g. work based on videos or CD ROM, or a Muslim visitor.
Describe how Muslims contribute to the wider community, e.g. the Muslim
Education Trust, the Islamic Foundation.
Summarise what the work has shown about how British Muslims follow the Prophet today.
I can interpret the
impact of Muslim belief
on various families
and communities.
(AT1 L6)
To consider how the
practice of Islam in
Britain today,
including local
practice, follows the
example and
teaching of the
Prophet Muhammad
(pbuh).
To reflect on the
question: Who
influences me?
I can show sensitivity
toward Muslims‟
beliefs about the
drawing of nonfigurative images.
(AT2 L3)
I can explain why
British Muslims are
influenced by their
religion in various
ways. (AT1 L5)
Emphasise
Muslim teaching
– no idols,
because “there is
no God but God”
(link to previous
lesson).
Use the activities
to model an
appreciation of
and sensitivity
towards this
belief.
Following the
Prophet is not the
only way that
Islamic
commitment can
be understood.
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Key Question: How do Muslims know the best way to live?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to
note
To learn about the
Muslim way of
life.
Making choices: How do you make choices? Think-pair-share on the concept of „influence‟. Pupils might
suggest influences from friends, family, teachers, their own moral code of conduct, religious teachings,
following the example of others, trying to be like those they admire, and the subtle influences we don‟t
notice – media, for example. Link this to the ways Muslims in Britain speak of the Prophet, as an „excellent
exemplar‟ for living. So the Hadith are important because they influence Islamic life. Look at some
examples. Teach the class that when Muslims make difficult choices, they have the teachings in the
Qur‟an and also follow the example of the Prophet Muhammad (pbuh) to help them. But this doesn‟t
necessarily mean the choice is easy and obvious.
Taking advice from Islamic authorities: Give pupils in pairs / groups some dilemmas that young British
Muslims might face. These could be written as „problem page‟ letters. These might include the challenge of
praying 5 times a day in school; whether to drink alcohol; being ashamed of Muslim friends who don‟t wear
the niqab; girls chatting to boys online; problems associated with laziness, jealousy, greed or family life.
Provide the groups with a quote sheet of examples of Islamic advice which might relate to the issues.
Each group / pair must create a response to some of the dilemmas. It is more important to apply Islamic
ideas in depth than to answer lots of dilemmas, so pace the work carefully.
The groups present their work on the dilemmas to the class and after watching, pupils must note the range
of advice and its application.
Responses and influences: After each group has performed, ask pupils to volunteer their suggestions
and discuss ideas. Give the groups a further 5 minutes, to create 5 sentences which begin like these: „It‟s
good to be a British Muslim because...,‟ „It could be hard to be a British Muslim because...,‟ „The Qur‟an
and Hadith are big influences on young Muslims because...,‟ „It‟s good for everyone to have guidance in life
because...,‟ „Our major influences and sources of guidance include....‟ All these ask for the level 5 skill of
giving reasons for viewpoints. What has been learned about advice, influence, impact, following? What
pieces or sources of advice are more or less important? Does following sacred scripture make it harder or
easier to make decisions?
Summarising: What does Islam teach? Pupils examine and discuss the Muslim teachings on values,
what is to be held dear / worshipped and honoured in Islam. God is most great. Humanity takes its value
from the Creator. Submission to Allah is the duty of all people. Modesty, faith, community, family are
valued in Islamic teaching. Shariah law expresses ideals for society. The Pillars of Faith are valuable in
bringing strength and structure to life. Muslims work against poverty and injustice, e.g. through Zakah,
Islamic Relief or Muslim Aid.
What do Muslims do? Pupils think about Islamic practice: stoning the devil on Hajj, following the example
of the Prophet, learning the Holy Qur‟an by heart, giving Zakat to those in need, preserving family roles
and values in societies where these are not held dear. How are Muslim lives influenced? What sort of
society would we have if we all lived by the Islamic vision?
I can describe ways
in which Islamic life
puts ideals into
action. (AT1 L3)
One alternative
way of doing
this is to use
dramatic role
play. If you
choose this,
then be careful
to explain to
pupils that
Muslims do not
portray the
Prophet in any
drama.
To understand the
ways in which
Islam promotes
goodness and
responds to evil.
To explore how
Muslims make
choices.
To express
thoughtful views
on the impact of
living in Britain for
Muslims today.
To explain how
Muslims
understand good
and evil, and how
they try to build
up goodness and
fight evil.
I can make links
between my own
way of life and
Islamic teaching.
(AT1 L3)
I can use key words
such as Allah,
Shariah, Ummah,
Qur‟an, Sunnah to
show my
understanding of
Islamic ideas and
behaviour. (AT1 L4)
I can thoughtfully
explain some Islamic
teachings on morality
and conduct, giving
reasons for my
views. (AT1 L5)
The Muslim
Educational
Trust‟s
magazine for
young British
Muslims,
„Reflect‟ has a
problem page
just like this.
I can explain my own
opinions and give
advice, referring to a
variety of religious,
cultural and social
factors. (AT1 L5)
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Key Question: How and why do Muslims contribute to life in Britain today?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to note
To know about
some
examples of
Muslims who
make an
interesting
contribution to
British life and
society.
Enquiry methods applied to British Islam
This part of the work could be organised in various ways: you might set pairs of pupils an enquiry task
to be done over a period of lessons for homework and reported back to the class, or you might give
the brief to pairs in class time, with internet tools available for research. A more structured approach
where pupils read and summarise written resources could also be used. Enquiry processes are good
for pupils though: everyone becomes a „mini-expert‟ in what they have learned.
What is the impact of Muslim action and commitment in Britain today? Pupils might enquire into
one of these 14 questions, producing a short report that includes three captioned images. (Some are
much simpler than others – teachers should differentiate by task here):
What is the nearest mosque to our school? What is its history?
In our area / town / county, how has the Muslim community grown in the last 50 years?
Why is halal food important to Muslims? Where is halal food made and sold in Northamptonshire?
How many Muslim MPs are there? What parts of the UK are they from? What makes one of them
an interesting person?
What is impressive about the work of the charity Muslim Aid, or Islamic Relief, or Muslim Hands?
Compare the challenges of Islamic living to those other young people face.
Use census data to build up a realistic picture of Islam in the UK.
How do Muslims make it possible to practise the 5 daily prayers when they are working?
Should new British mosques seek to make public prayer calls, or are these a disturbance to nonMuslims?
Should Muslim people take time off work for festivals like Eid Ul Fitr? Should they have a right to
do this?
Examine how Islam is portrayed in the media in the UK today. What stereotypes do you see, and
how could these be balanced?
What artistic and cultural expressions of identity and belief from British Muslims can you find, and
what impresses you?
What famous or celebrity Muslim people are you aware of? What can you discover about their
commitments and ways of living? (Sport, media, arts, entertainment, other fields).
What research or enquiry question not mentioned above would you like to pursue?
Report back. At the end of the investigative part of the work, spend a lesson receiving the
presentations the class have made, and building up the whole class‟s understanding of British Islam.
Emphasise the role of research and the local dimensions of this.
I am able to identify
aspects of British
Muslim life, and
make links to my
own ideas. (AT1
L3)
RE is often in need
of sharper enquiry
skills, which can
develop through this
kind of work. Open
ended investigation,
with the discipline of
reporting back to the
class, is good.
There‟s no problem
about having two
pairs investigating
the same question,
comparing notes and
even perhaps
reporting jointly to
the rest of the class
on their findings.
To understand
why Muslims
people might
have religious
reasons for
making their
contribution to
life in the UK.
To reflect for
themselves on
the idea of
being a good
citizen.
I understand and
apply ideas about
British Islam for
myself. (AT2 L4)
I can express and
explain my views
on aspects of
Islamic life in
contemporary
Britain. (AT1 L5)
I can interpret a
range of aspects of
contemporary
British Islam with
reference to sacred
text, common
practice and my
own viewpoints,
expressing my own
insights. (AT1 L6)
See the resources
section for some
web based starting
points.
Stephen Pett‟s book
„Questions: Muslims‟
(RE Today, 2010)
has ready to use
materials in it for this
lesson.
11
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Key Questions: Why are there now more than 1700 mosques in the UK? What impact does the Muslim community have on life in
Britain?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to note
To understand the
significance of the
Mosque in Islamic
community life.
The mosque: a place of submission and community.
Teach pupils that the first mosque in Britain opened in Worthing over 120 years ago in 1889.
Ask them to guess how many Mosques there are in the UK today. There are over 1700, serving
a Muslim population of something towards 2 million. Play a sound file of the Adhan (call to
prayer) as pupils enter the room. Ask pupils to jot down words on how it makes them feel.
Feedback ideas. Explain what they had been listening to – ask why it might be important to
Muslims. You could tell the story of the freed slave, Bilal, who was the first Muezzin (prayer
caller) of Islam. Give pupils 6 possible explanations of why the number of mosques has grown a
lot in the last 50 years – religious, spiritual, sociological, demographic or geographical
explanations could be used. Ask them to express their understanding of the relative merits of
these explanations on a pie chart, giving the slice they think is deserved for each of the
explanations. (This thinking skills strategy is called „responsibility pies‟. It helps pupils to handle
complex phenomena thoughtfully).
Case study: a mosque in Britain has submitted an application to the town council to sound the
call to prayer five times a day. Pupils work in pairs to think of initial reasons for and against the
application. Encourage pupils to think widely, i.e. as well as reasons for the importance of the
call to Muslims versus noise disturbance to local residents, pupils could consider possible
modern alternatives to the call to prayer and make the comparisons such as churches being
allowed to ring their bells.
Town Council Debate: Divide the class into small groups and give each group a character
who will attend the town council meeting. For example, the Imam, a Muslim local resident who
supports the application, a non-Muslim local resident who supports the application, a local
resident who does not support it, a leader from another faith who supports the proposal, a
leader from another faith who does not support it.
Groups must write a script (maybe less than 200 words) for their character and one pupil will
role-play that person and deliver it at the Town Council meeting. Allow time for debate/
questions between characters after speeches have been delivered. Take a vote at the end to
reach decision of the Council. Write a newspaper article on the Council meeting, explaining the
different arguments put forward, the view reached by the council, and your own (Editor's)
viewpoint with justifications. What has this task shown us about the difficulties of reaching
decisions when dealing with matters of faith in the UK?
I can describe
different viewpoints
about the public life
of Islam in Britain,
and apply ideas like
„fairness‟ and
„community‟ for
myself. (AT2 L4)
RE‟s mission for
respect for all and
community cohesion
is not something that
„just happens‟ Much
professional
reflection suggests
that addressing
issues like this in the
relatively calm
atmosphere of
curriculum learning
can confront
prejudice and
encourage an open
minded fairness.
To think about the
importance of the
Adhan to Muslims.
To evaluate different
points of view about
questions facing
British Muslim
communities.
I can appreciate
some of the
difficulties involved
in fostering
community
relations and can
explain some
approaches to
building community
cohesion. (AT2 L5)
12
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Key Questions: Are some people scared of Islam? Are some people prejudiced about Islam? What can be done for a fairer
Britain?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to
note
To understand the
idea of
Islamophobia and
consider how
prejudice can be
reduced.
Prejudice: what examples do we know about? Begin by asking pupils to identify and list examples of
prejudice. Can they categorise these – for example, as class prejudice, racism, sexism, ageism? Are
some people prejudiced against teenagers? How does it show? Draw attention to the damage done
when prejudice has power – Nazism and Hitler provides the most extreme example, but many more
might be noted. Consider with the class if prejudice comes from fear, or phobia. Often this is a factor.
Prejudice against Islam: the idea of Islamophobia Introduce the idea carefully, as the unnecessary
fear of the Muslim religion, an example of prejudice. Can pupils suggest any examples? Does this
prejudice come from the media perhaps, where a billion Muslim people are judged by the un-Islamic
actions of 19 suicide bombers on 9/11? Ask pupils to identify three or more reasons why this prejudice
might damage British society today.
Reducing prejudice: 5 scenarios Ask pupils in pairs to split a page into 4 and make notes of their
suggestions about what could be done by four parties to reduce prejudice in the 5 situations below
(these could be elaborated imaginatively).The 4 parties are: the media / non-Muslim British people /
British Muslims / politicians and government.
 School In a village primary school, there are only white people. The teachers don‟t want the
children to grow up ignorant of the UK and the wider world, so they have a meeting to plan what
the 5-11s should learn. What should the primary children learn about Muslims and Islam?
 Mosque A new mosque has opened in town. A few weeks after the celebrations, widely supported,
there are several incidents where groups of young white teenagers throw stones at the mosque,
and break windows, before running off.
 Dress Several Muslim women who wear the Hijab, covering their faces, have had insults and some
threats shouted at them in the streets of the town, usually by people who run away. It‟s upsetting,
so they arrange a meeting with the local police to see if anything can be done.
 Food A butcher opens a new shop in Wellingborough, where many Muslim people live. It doesn‟t
do very well, because no Muslims use the shop. The butcher realises it‟s because he doesn‟t sell
halal meat.
 Jobs The local unemployment figures show that 3% of people have no job, but it is 7% of Muslims
who have no work. It seems unfair, so the job centre decides to make a plan to reduce Muslim
unemployment. But then some white people start to say „we need jobs too.”
Following on: when these 5 scenarios have been considered by pairs of pupils, pool their ideas for
prejudice reduction. Ask the pairs to imagine what will happen next in two of the scenarios, and swap
ideas in groups of four about how effective their plans to reduce prejudice might be.
Charter for Fairness: In the light of this work, ask groups of four to create a six point plan for a fairer
Northamptonshire, where prejudice is reduced.
I can make links
between beliefs
and actions. (AT1
L3)
This lesson has
strong links to
the duty schools
have to promote
community
cohesion, and to
Citizenship
Education.
To think through a
range of ideas for
prejudice reduction.
To apply values,
beliefs and religious
teachings to
situations of
prejudice or
injustice.
I can understand
some of the
issues involved in
inter-faith
relations. (AT1
L4)
I can explain and
express my views
on questions
about prejudice
against Islam in
Britain today.
(AT2 L5)
13
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Key Questions: What do Muslims believe about struggle (jihad)? What makes peace between religions?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to note
To understand the
meanings of greater
and lesser Jihad and
be able to apply its
teachings.
Reacting to terrorism: To begin with, show some pictures of 7/7 and 9/11. Ask pupils to jot
down words in response to pictures. What do the images have to do with Islam? Are they fair
and accurate or biased? Can an image be biased? Why? Discuss responses with pupils.
Pose some key questions: If Islam means peace, why do some people associate it with
violence?
A striking artistic image: Show from the NATRE gallery of young people‟s RE art work a
student picture by Monumita (Muslims in prayer positions overlaid on picture of twin towers
destruction) – ask what is going on. What is the point being made? Read her explanation.
http://www.natre.org.uk/spiritedarts/art06/a_just_world/ajw22.php
Clarify that Islam means “submission”, “peace”. Why is Islam often seen as a violent religion?
What is the greater jihad? Explain to pupils that this word means struggle, and Muslims live
out two struggles. The „greater Jihad‟ is the inner struggle to live well, to be a good Muslim, to
conquer evils within myself. From what they have learned so far about Islam, what struggles do
pupils think young British Muslims face? For example, which of the 5 Pillars is the biggest
struggle? How does living in the UK, where Muslims are a 3% minority, challenge Muslim
practice?
What is the lesser Jihad? The lesser Jihad involves struggling for the faith in social or political
life. The Prophet Muhammad [PBUH] was involved in fighting to defend the religion in his lifetime.
Introduce a Muslim list of criteria for when it is right to fight.
Supply pupils with half a dozen case studies. In groups they have to apply the principles of
Jihad to decide which, if any, could be grounds for Jihad. Groups report back their decisions,
justifying their views.
For a whole class application of lesser Jihad, consider this example: Uthman, a 14 year old
British Muslim, hears someone outside the mosque in an argument saying, “Those suicide
bombers from the July bombings are in Heaven now. It was a good Jihad.” He disagrees. How
many reasons, arguments and ideas can the class generate that Uthman might use to oppose
this view? Pupils might make a written response to whether the bombings of 7/7 could ever be
considered as a legitimate Jihad. Supply pupils with a writing frame to enable detailed, well
justified answers.
Learning from Jihad. Ask pupils to consider some questions like these from their own point of
view: When do you think it is right to fight for your way of life or your beliefs? When do you
think it is wrong? Is it true that we are all involved in a daily struggle between good and evil
within ourselves? Who do you know who has struggled to change themselves? What would
your own „Jihad‟ be for?
I am able to apply
the ideas and
meanings of
greater and lesser
Jihad. (AT1 and 2
L4)
Of all the lessons in
the unit, this one
needs the most
careful planning.
The aim is to
confront some
shocking events in
ways that are
realistic and fair to
Islam. This involves
challenging some
stereotypes, and
offering a range of
well thought out
perspectives. One
counter to
Islamophobia and
prejudice is
information. Another
is the challenging
presentation of
fairness and justice.
Another involves
deconstructing
some negative
images. Teachers
will need to plan in
the light of the
needs and
experience of their
class.
To confront
stereotypes about
Muslims that link the
whole religion to
terrorism.
Picture by Monumita,
15, referenced in this
lesson.
I can consider the
issue of struggling
in life for what is
best for me. (AT2
L4)
I can explain some
different views
about peace and
justice in Islam.
(AT1 L5)
I can think about
the ways in which
the media present
and perhaps
distort religions,
giving my own
thoughtful views.
(AT2 L5)
14
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Key Questions: What matters most to Muslims? What matters most to you?
Learning Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to note
To review and summarise
what has been learned
about Islam in Britain today.
What matters most to Muslims? Use a revision strategy to recap on the unit of work
as it comes to a close. Get groups of 4 to work on this thinking skills activity. They
have a target board with 5 circles (see left), and twenty possible answers to the
question: What matters most to British Muslims? They can have these on cards and
play it as a discussion game, in which they take turns to place a card on one of the
circles. The centre circle can contain one item, the next circle three, the blue circle has
5 items, and the next white one 7 items. 4 can be left over. The cards say:
I can describe which
aspects of Islam are
more important to
believers than others.
(AT1 L3)
This powerful
thinking skills
structure for the
lesson requires a
little preparation, but
is very flexible – use
it on many other RE
topics where pupils
are enquiring into
questions of value
and commitment.
To synthesise learning
around the questions: What
matters most to Muslims?
What matters most to me?
To develop broader and
deeper understanding of
British Islam.
The city of
Makkah
The Holy
Qur’an
Wudu
washing for
prayer
Stories of
the Prophet
Obeying my
parents
Salah
Learning
Arabic
Believing in
Angels
The Mosque
Friday
Prayers
Celebrating
Doing Zakah
Eid Al Fitr
Aiming for
Paradise
Fasting in
Ramadan
Becoming
Hajji
The Call to
Prayer
5 daily prayers
A clean
prayer mat
Being
generous
with money
What Matters?
What matter most of all? 1
What really matters? 3
What matters a lot? 5
What matters 7
What doesn’t matter much?
Giving alms
Wearing
traditional
clothes
Doing what
Allah
commands
When they have agreed the layout of the cards, they make a note of what they
noticed, discussed, disagreed about, learned. Then they are asked for 20 things that
matter most to them. Play the same discussion game with these twenty. What
differences are seen between their lives and British Muslim lives?
Questions for discussion and written work:
 How do Muslims express what matters most? How do you?
 What did you learn in this unit of work about Muslim values?
 Why don‟t all Muslims answer the „what matters most?‟ question in the same way?
 How has Islam been represented in your RE lessons? Has it contributed to
overthrowing prejudices/ stereotypes? Has it perpetuated any?
I can apply ideas
about what matters
most and questions of
values and
commitment for
myself. (AT2 L4)
I can explain how and
why Muslim
commitments are
expressed in action.
(AT1 L5)
I can express my own
thoughtful views
about similarities and
differences between
my life and young
British Muslims. (AT2
L5)
I can interpret
different aspects of
Islam, including
sacred texts, for
myself. (AT1 L6)
Neither Allah nor the
Prophet is included
in the set of cards:
the Muslim view that
it‟s wrong to
associate anything
with Allah implies
this, and the idea
that the Prophet was
a unique exemplar is
also applied.
Another contrasting
activity uses the
same strategy to
explore what matters
most in Christianity /
Atheism / Buddhism
and so on.
15
©
Key Question: What have we learned from the study of British Islam?
Learning
Objectives
Suggested Teaching and Learning
Learning
Outcomes
Points to note
To reflect on their
learning about
Islam and
enquire into their
own responses
and reactions in
increasing depth.
Assessment activity: 4 from 16 Ask pupils to select four questions from the set below and
answer each in between 50 and 75 words.
I can apply ideas from
my learning about
Islam to make
connections between
Muslim life and my
own life. (AT2 L4)
The intention here
is to combine
several elements
of the foregoing
study, giving pupils
opportunities to
show what they
have learned
about Islam and to
reflect more
deeply on what
they have learned
from Islam.
To apply their
own ideas, views
and insights in a
thoughtful and
evaluative way.
1.
2.
3.
4.
What do you think are the best things about being a young Muslim in Britain today?
List 3 or more of the hard things about being a Muslim in Britain today.
If you could ask the Prophet Muhammad (PBUH) 5 questions, what would they be?
Muslims think Prophet Muhammad (PBUH) is one of the greatest leaders ever. What makes
him such an admired person?
5. What similarities and differences between Prophet Muhammad (PBUH) and another inspiring
human can you see? Explain your lists.
6. Islam means peace. How do you think Islam helps people to find peace?
7. Muslims believe in one God only. What do you believe about God, and why?
8. Muslims say they get strength from the 5 pillars. How? What do you get strength from?
9. Islam is over 1400 years old, and has over a billion followers. It‟s the world‟s fastest growing
religion, and the second biggest. What do you think accounts for its success?
10. To be a good Muslim, you must be generous and give 2½ % of your money to help the poor
(Zakah). What would change if everyone in the world did this? Is it a good idea?
11. „Allah is the greatest‟ say the Muslims. What do they mean? If you were asked who is the
greatest, what would you say? Give three + reasons to explain your answer.
12. What is respect, and why is it important? List some ways of showing respect that you know
Muslims use. What do Muslims respect? What do you respect? How do you show it?
13. What do you think are the three most important values that Muslims hold on to? Give three
important values of your own as well. How do they compare?
14. „The moon to light, and the star to guide‟ is an explanation of Islam‟s common symbol. In what
ways does Islam light people‟s lives? In what ways does it guide followers? And what lights
and guides your life?
15. If you became a Muslim, what would be good and what would be hard for you? (Don‟t do this
question if you are a Muslim: try number 16 instead).
16. If you are a Muslim, make a list of the differences between what you learned in RE this year
and what you learned from the family or the Mosque about your faith.
This structure provides for extended writing, pupil choice, increasing depth (questions 9-16 are
harder in some ways) and personal, AT2 responses. Lower attaining pupils might select three
questions from 1-8.
I can explain and
express my views of
some similarities and
differences between
my life and British
Muslim life. (AT1 and 2
L5)
I can interpret some
aspects of Islamic life
in Britain today, giving
thoughtful reasons,
explanations and
insights of my own.
(AT1 and 2 L6)
The set of
questions given
here are easily
adaptable to the
content you have
actually taught –
the principle of
select questioning
is good, and
emphasises
personalised
learning and pupil
voice in the
enquiry of this unit.
Lat Blaylock for Northamptonshire SACRE July 2010 ©
16
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